Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Assistant Principal - Range 1 Occupation: Principal and assistant principal Location: Hume - Wodonga Reference: 1522198 Location Profile Belvoir Special Developmental School is a multi-mode specialist school in Wodonga which provides a quality educational program for students aged five to eighteen years with an intellectual disability. The school caters for students living in Wodonga and surrounding area in Northeast Victoria as well as Albury and Southern NSW. Students come to the school from a wide area which extends to Old Tallangatta in the East, Mt Beauty in the South and Chiltern in the West. Total of 156 students were enrolled at this school in 2026. Currently the school is organised as four pods. Yellow pod junior primary, 4 classrooms; Green pod senior primary, 5 classrooms; Purple junior secondary with 5 classrooms onsite including a satellite classroom at Wodonga Middle Years; and Orange pod senior secondary, 3 classrooms. Classrooms grouping are based on a variety of criteria, with a view towards helping students achieve short term goals as stepping stones towards a long-term post school outcome. We have Teachers, Educational Support and Allied Health staff who are passionately committed to working with families, carers, specialists, relevant outside agencies and the local community to ensure students achieve their maximum potential and targeted educational outcomes In accordance with the schools documented enrolment policy and state-wide eligibility criteria, students will be enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed. The schools philosophy is reflected in its motto, `Together We Can'. This is based on the belief that children learn best in a safe, co-operative environment that challenges and supports them to achieve their goals. The school vision is: Together we create safe and inclusive learning environments where all students experience success. At Belvoir, we value strong, positive relationships throughout the entire school community that exist in a culture where care, commitment, courtesy and co-operation are paramount. We support individual achievement based on a student's strengths, supporting individual goals to enable students to be as independent as possible. All students have an individual learning plan established in consultation with parents and relevant professionals. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SW-PBS. As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community. Belvoir is committed to develop lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an optimal life which allows then to achieve all their dreams and be as independent as possible. The Goals of our Strategic Plan are: To improve student learning outcomes. To improve student wellbeing and engagement. Selection Criteria [The school must develop their own individual Selection Criteria based on the 5 core elements as outlined in the Selection Part of Ministerial Order 1388 for Assistant Principal Positions and should delete this statement as part of that process.] Role The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making. The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students. Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources. Responsibilities Typically, assistant principals perform one or more of the following functions:
* supervision and coordination of the work of senior curriculum or level coordinators;
* allocation of budgets, positions of responsibility and other resources within the area of responsibility;
* supervision of the delivery of teaching programs;
* management of programs to improve the knowledge and experience of staff;
* responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
* contribute to the overall management of the school;
Who May Apply Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https:///pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https:///pal/values-department-vps-school-employees/overview Other Information
* All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
* Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
* A probationary period may apply during the first year of employment and induction and support programs provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http:///hrweb/Pages/default.aspx
Conditions of Employment
* All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
* Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
* A probationary period may apply during the first year of employment and induction and support programs provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http:///hrweb/Pages/default.aspx
Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class:
* The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
* if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
* a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Applications close Wednesday 8 April Posted 26 March 2026